Science of Reading (SOR): Part 1: Overview of the Science of Reading
Summary
TLDRIn this multi-part series, a panel of experts from GCU's College of Education discusses the science of reading, emphasizing its interdisciplinary research roots and practical classroom applications. They explore components like phonics, phonemic awareness, vocabulary, comprehension, and fluency, highlighting the importance of intentional, systematic instruction. The conversation also covers how to identify research-based curricula, the significance of structured literacy, and the role of professional development for educators to enhance literacy instruction.
Takeaways
- 📚 The science of reading is a comprehensive body of research that benefits both teachers and students and has been a topic in educational literature since the early 20th century.
- 🔍 The term 'science of reading' gained more attention after the National Reading Panel's 2000 report, which emphasized the importance of phonemic awareness and phonics for reading success.
- 🎯 Scarborough's rope model is often referred to in discussions about the science of reading, highlighting word recognition and language comprehension as critical components of skilled reading.
- 👥 Phonics is the systematic instruction of the English alphabetic system, including sound-symbol correspondences, which is crucial for decoding and is best taught explicitly and in a logical sequence.
- 📈 Phonemic awareness, the ability to manipulate individual sounds in words, is a strong predictor of a student's success in applying phonics and is essential for building reading proficiency.
- 🌐 The science of reading is interdisciplinary and has been developed over five decades, emphasizing the importance of fluency, vocabulary, and comprehension alongside phonics and phonemic awareness.
- 🏫 In the classroom, the science of reading should be implemented through intentional, systematic instruction with structured blocks of time dedicated to reading activities and high-quality conversations.
- 📝 When evaluating a curriculum for the science of reading, fidelity to the program is crucial, meaning that it should be followed step by step without skipping any parts to ensure consistent results.
- 📘 Structured literacy is an essential approach for all students, providing explicit, systematic, and multi-sensory instruction that is tailored to the needs of diverse learners.
- 👨🏫 School leaders should understand and support the science of reading by ensuring proper training, curriculum analysis, and the allocation of resources and time for effective literacy instruction.
- 👩🏫 Professional development for educators is vital and can be pursued through various avenues, including state Department of Education websites, university courses, and online communities.
Q & A
What is the science of reading?
-The science of reading refers to the comprehensive body of research on how reading works, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. It is not a new concept but has been emphasized more since the National Reading Panel's report in 2000.
When did the term 'science of reading' begin to be used in educational literature?
-The term 'science of reading' has been used in educational literature since the beginning of the 20th century.
What does the National Reading Panel's report in 2000 emphasize as foundational to reading success?
-The report emphasizes that phonemic awareness and phonics are foundational and critical to reading success.
What is phonics and why is it important?
-Phonics refers to the instruction in the English alphabetic system, including sound-symbol correspondences, which allows a reader to decode from print to pronunciation. It is important because it systematically teaches the 150 spellings of the 44 sounds in the English language, aiding non-readers in becoming successful readers.
What is phonemic awareness and how does it relate to phonics?
-Phonemic awareness is the ability to identify and manipulate units of sound, including individual phonemes. It is a strong predictor of a student's ability to apply phonics to increase their reading proficiency and is complementary to phonics, not a replacement.
What are the five key components of the science of reading instruction?
-The five key components are phonemic awareness, phonics, vocabulary, comprehension, and fluency.
How can educators find a research-based curriculum that includes the science of reading?
-Educators can use tools like the Reading League's green and red flags to evaluate if a curriculum aligns with the science of reading, ensuring it covers word recognition, language comprehension, assessment, and writing.
What does 'Fidelity' mean in the context of curriculum implementation?
-Fidelity refers to the faithful implementation of a curriculum, meaning that it is followed step by step without skipping any parts to ensure consistent results.
What is structured literacy and why is it important for student success?
-Structured literacy is an approach that includes explicit and systematic instruction, assessment, and the use of multi-sensory strategies. It is important for student success because it addresses the needs of all learners and is essential for students with reading disabilities such as dyslexia.
What advice would you give to school leaders to improve literacy instruction?
-School leaders should understand the science of reading, ensure proper training, analyze and adjust assessments, secure resources, build a strong curriculum, provide professional development, and be actively involved in the reading program.
What professional development opportunities are available for educators to learn more about the science of reading?
-Opportunities include Department of Education websites, university courses, online resources, book studies, podcasts, and social media groups focused on literacy and the science of reading.
Outlines
📚 Introduction to the Science of Reading
The script opens with an introduction to a multi-part series on the science of reading, featuring a panel of experts from GCU's College of Education. The discussion aims to explore the comprehensive research supporting the science of reading, which is beneficial for both teachers and students. The term 'science of reading' is not new, dating back to the early 20th century, but gained prominence after the National Reading Panel's 2000 report emphasizing phonemic awareness and phonics as foundational skills. The National Early Literacy Panel's research further reinforced the importance of these skills. Scarborough's rope model is highlighted as a framework for skilled reading, including word recognition and language comprehension, with phonics and phonemic awareness being integral components.
🔍 Phonics and Phonemic Awareness in Reading
This paragraph delves into the specifics of phonics and phonemic awareness. Phonics is defined as the systematic teaching of the English alphabetic system to decode print to pronunciation. Phonemic awareness is the ability to manipulate individual sounds in words, which is a strong predictor of reading proficiency when combined with phonics. The importance of phonemic awareness tasks is emphasized, and it is noted that these activities should be engaging and interactive for young learners. The paragraph also mentions the availability of resources and the importance of not relying on expensive programs, as phonemic awareness is an auditory skill that can be taught without the need for print.
🏫 Implementing the Science of Reading in Classrooms
The conversation shifts to practical classroom applications, with Dr. West outlining the five key components of the science of reading instruction: phonemic awareness, phonics, vocabulary, comprehension, and fluency. The instruction is described as intentional, systematic, and involving rich, complex texts with multiple reads, teacher modeling, student practice, and high-quality conversations. Dr. West also provides a resource for implementing the different areas of instruction and emphasizes the importance of fidelity in curriculum implementation.
📘 Evaluating Curriculum Alignment with the Science of Reading
Claudia introduces a tool from the Reading League to evaluate curriculum alignment with the science of reading. The tool uses green and red flags to assess various aspects of reading instruction, such as word recognition and language comprehension. The paragraph explains the importance of fidelity in curriculum implementation and provides guidance on how to use the tool to ensure that the curriculum is aligned with the science of reading principles. The emphasis is on the need for educators to be proactive in evaluating and supplementing their curriculums to serve all students effectively.
📚 Structured Literacy: Essential for Student Success
Amanda discusses the concept of structured literacy, highlighting its importance for all learners and its necessity for students with reading disabilities like dyslexia. Structured literacy is described as an approach that starts with assessment and is data-driven, weaving together elements of literacy through explicit and systematic instruction. The paragraph also explains the importance of multi-sensory strategies in teaching and intervention, emphasizing the need for intentional and collaborative efforts to provide the best literacy instruction for all students.
🛠️ Advice for School Leaders on Improving Literacy Instruction
Dr. West offers advice to school leaders on improving literacy instruction. The advice includes understanding the science of reading, getting proper training, analyzing and adjusting assessments, securing resources, and building a strong curriculum. Dr. West also encourages school leaders to become part of the reading program, be intentional about professional development, and collaborate with teachers, parents, and the school community to create a supportive environment for literacy learning.
🌐 Professional Development Opportunities in the Science of Reading
Katie discusses various professional development opportunities available for educators interested in the science of reading. She mentions resources such as the Department of Education websites, GCU's teaching in purple blog, publications, books, and social media groups for book studies. Katie encourages educators to be intentional about their professional development and to utilize the available resources to stay current with evidence-based strategies in reading instruction.
📘 GCU's Commitment to the Science of Reading Education
The script concludes with information about GCU's updated coursework in the science of reading for current and future educators. The university has incorporated this updated coursework into initial teacher licensure programs and offers continuing education courses for practicing educators. The courses aim to provide in-depth knowledge of phonics, reading remediation, intervention, and dyslexia. The paragraph also encourages educators to seek out additional opportunities for learning and professional growth in the field of reading education.
Mindmap
Keywords
💡Science of Reading
💡Phonemic Awareness
💡Phonics
💡Structured Literacy
💡Fidelity
💡Comprehension
💡Fluency
💡Vocabulary
💡Assessment
💡Intervention
💡Professional Development
Highlights
The science of reading is a comprehensive body of research benefiting both teachers and students, with a history dating back to the early 20th century.
The National Reading Panel's 2000 report emphasized the importance of phonemic awareness and phonics as foundational for reading success.
Phonemic awareness and phonics were identified as critical components of skilled reading by Scarborough's rope model.
Phonics instruction involves teaching the English alphabetic system and sound-symbol correspondences systematically.
Phonemic awareness is the ability to manipulate individual sounds in words and is a strong predictor of reading proficiency.
Structured literacy is essential for student success, incorporating assessment, explicit and systematic instruction, and multi-sensory strategies.
Explicit instruction in reading involves breaking down concepts into structured steps, providing modeling, and ample practice opportunities.
Systematic instruction follows a scope and sequence, starting with less complex tasks and progressing based on assessment and review.
Multi-sensory strategies in literacy education engage various senses to teach concepts, such as auditory and kinesthetic learning.
The science of reading should be intentionally and systematically taught, with fidelity to the curriculum to ensure effective learning outcomes.
Dr. West advises school leaders to understand the science of reading, secure resources, and support teachers with professional development.
Structured literacy is beneficial for all students and essential for those with reading disabilities, such as dyslexia.
Professional development opportunities for educators include Department of Education websites, blogs, books, and social media groups.
GCU offers coursework and continuing education for educators to deepen their understanding of the science of reading.
The importance of collaboration between parents, teachers, and administrators in supporting literacy education cannot be overstated.
Reading proficiency is built through intentional and repeated exposure to reading materials, especially for young learners.
The panel of experts emphasizes the need for educators to stay current with research and best practices in the science of reading.
Transcripts
welcome GC Lopes to part one of our
multi-part series on the science of
reading with us today is our panel of
experts from gcu's College of Education
I'm Leslie Foley joined by Claudia
Coleman Amanda Arrington
Michelle kiso
Danielle ramitawa essay
Katie spruty and Dr Stephanie West I'm
so excited for some rich discussions on
the science of reading with my
colleagues and friends so let's just
Dive Right into our first question what
is the science of reading Michelle can
you tackle this question for us I sure
will
the science of reading is a Hot Topic in
education and in the opinion of this
panel we believe that the comprehensive
body of research on the science of
reading is a benefit to both teachers
and students and it may feel like this
science is new but it's really not the
term has been used in educational
literature well since the beginning of
the 20th century
and although teaching reading has always
been an academic priority in classrooms
increased attention on why and how to
teach reading occurred after the
national reading panel released a report
in 2000 offering conclusive evidence
that phonemic awareness and phonics were
foundational and critical to reading
success the report also identified the
necessity of fluency and vocabulary and
direct instruction in comprehension in
addition the national early literacy
panel examined almost 500 studies in the
mid-2000s to determine which reading
skills need to be taught early on and
phonemic awareness and phonics were the
clear winners now Scarborough's rope is
often referred to when discussing
science of reading because that
identifies the critical components of
skilled reading which are as you can see
word recognition and language
comprehension and phonics decoding and
phonemic awareness are included in the
word recognition rope
thanks Michelle for that comprehensive
review it's important to note that while
the science of reading is gaining and
exposure and awareness and popularity
it's not a new concept as you mentioned
it is an interdisciplinary research that
has been conducted over the last five
decades across the world so thanks again
Michelle
our next question is one that I hear
quite often Michelle and Amanda can you
try to answer the question is the
science of reading only about phonics
well let's first talk about what is
phonics phonics refers to instruction in
the English alphabetic system which
includes sound symbol correspondences
allowing a reader to decode from print
to pronunciation
non-readers become successful readers
when phonics is explicitly taught uh
systematically
and it includes the pre a predetermined
and logical sequence to teach the 150
spellings of the 44 sounds in the
English language
in addition we know that repeated
modeling and practicing of decoding and
encoding using connected text is a win
for our students
now one of the strongest predictors of a
student successfully applying phonics to
increase their reading proficiency is
phonemic awareness and my colleague will
discuss this
thanks Michelle for that breakdown on
Phonics and connecting to phonemic
awareness I'm really excited to share an
overview of how the science of reading
has essentially revived this importance
on phonemic awareness instruction so
let's start with uh defining
phonological awareness which is the
ability to identify and manipulate units
of sound so as you can see in this
visual here we're talking
um syllables onsets and Rhymes now
phonemic awareness does fall under this
umbrella as you can see from the graphic
and phonemic awareness is described as
How Sound functions in words
specifically manipulating phonemes those
individual sounds
I want to talk about some key takeaways
in terms of signs of reading and
phonemic awareness so phonemic awareness
and phonics are complementary it's not
this or that they should be woven
together with other areas of literacy
Perkins and Yates has a book out that is
phenomenal and they describe a
recommitment to phonetic awareness by
providing students robust and
intentional instruction now it doesn't
mean boring this means that we can have
fun engaging and interactive instruction
and practice especially because these
are our youngest learners
the phonemic awareness tasks that are
described down here
um should be practiced daily in a
structured routine which I'll be talking
about later
um and I want everybody to tune in to
our next episode of uh phonemic
awareness science of reading where I
talk about these phonemic awareness
tasks and strategies more in depth
one thing I want to note is that
phonemic awareness doesn't need an
expensive program because it does not
involve print it's solely auditory
so I wanted to um put all of these
pieces together when it comes to
phonological awareness
um using our word of the day block when
you're thinking about phonological
awareness you're thinking about the
parts of the word what words rhyme with
this word
um Beginning Sounds then moving into
phonemic awareness is where you
manipulate those individual phonemes and
taking all that background knowledge
moving into phonics is where you start
seeing that sound symbol correspondence
moving into decoding encoding which
later plays a role in fluency
comprehension and vocabulary so
thanks ladies uh Amanda I appreciate
that focus on phonemic awareness because
it is a skill so often forgotten or
underrepresented in the classroom
um I like that you mentioned that
phonemic awareness activities can be
quick they can be short one minute
activities used to build sound awareness
and I'm certainly looking forward to
episode two to hear more about phonemic
awareness and some specific activities
that can take a place in the classroom
thanks ladies
okay next let's look at a practical
application Dr West what does the
science of reading look like in a
classroom
thank you well there are five key
components of Science of reading
instruction and we talked about a couple
of them the phonemic awareness and
phonics and then we add in the
vocabulary comprehension and fluency
um historically our reading instruction
has been a step-by-step process
um we've counted on these incidental
teaching moments you know the AHA
moments but now with the science of
reading is very intentional we need to
be intentional with our instruction by
planning systematic blocks of time
things that we go through from start to
finish
um and where it all fits together so
when you're moving your instruction with
reading it's you're using Rich complex
text
you're doing reading blocks multiple
reads teacher modeling student practice
small groups and Partnerships there's
going to be a lot of student voices in
the room
and the teacher student with the high
quality conversation so you're going to
be modeling as an instruction you're
going to be modeling how it's read what
it sounds like modeling that fluency
modeling the comprehension and being
very intentional about everything you do
step by step throughout the process
one other thing if you want to look up
some ideas for implementing the
different of the five areas on my blog
post our loves for literacy blog post I
have a whole blog post that lists
activities for each one three or four so
something else to look at when you have
the time
me I think the most important there was
your focus on instruction being
intentional I think you said it about
four or five times uh reading
instructions should be intentional
systematic and done with Fidelity so
definitely some active and multi-sensory
components to incorporate into that
instruction thank you Dr West
okay so now we have a solid foundation
with the science of reading but how can
I locate a research-based curriculum
that includes the science of reading how
do I know what should I be looking for
in a curriculum
Claudia well I am so glad that you asked
that first of all you mentioned it
Fidelity we definitely want to start
with Fidelity and let me explain really
what that is so Fidelity means that
um I like to think about it this way
when you're doing research and you want
to get the same results and you're going
to duplicate a study you're going to do
the same research steps by step you're
not going to skip anything and that's
the same thing with our curriculum
whatever curriculum we have it is
important that we follow step by step
and we are all doing consistent
um
we're using the strategies consistently
and the curriculum consistently so that
we can get the same results
so with that go ahead and you can go to
the next slide here the reading league
has offered a wonderful tool that we can
all use
to evaluate if our curriculum is
um if it is aligned to the science of
reading
so they have this wonderful tool that
has green and red flags and it goes
along with everything that we just spoke
about word recognition language
comprehension reading comprehension
assessment and writing at the bottom you
can see here that I included this link
it is important that everybody go in and
live and register because it is a living
document that means that any time that
there's a change they will go ahead if
you are registered with them they will
let you know that there's a chain a
change in the evaluation so let's go
ahead and go to the next one and I'll
show you how they use the green green
flags and red flags
so here is word recognition which has
what we were just speaking about right
phonological and phoneme awareness so if
we look at our curriculum let's say we
have some material like the ones that we
see here below looking at syllables word
families
um some onset rhyme and then some
blending
so first of all you need to understand
that it's not that the curriculum has to
have all the green flags it's just that
if the majority of the flags are red
then you know you have to go back and
reevaluate we can see here that our
instruction includes in this first box
our instruction includes phonological
awareness syllables Rhymes and it also
goes and moves into the phoneme level
which has the blends
in the second box it says instructional
includes all phoneme awareness tasks
do we have isolation blending segmenting
and deletion so if we don't see that in
here because we just have these
activities however in your curriculum if
it's scripted in there for you then you
would mark it as a yes
then the third box
um
is it accurate and uh automatic sorry
I'm getting all around here is it
accurate or automatic skills for
students in Kinder through first if it
is then we mark it as a check a green
box
in phoneme awareness is it taught
directly explicitly and systematically
in here I'm assuming that it's not I'm
not seeing any curriculum that's telling
me uh step by step how to introduce this
it's not explicit so I'm marking it with
a red flag and so forth if we go to the
next slide we could see how it will look
if we have everything so now I have
explicit instructions it's evident also
I now have assessments and I have a
regular monitor of Assessments that I'm
going to be doing with my students so
now I can see that my flags are there
I'm checking each one and going to see
if my curriculum matches the flags that
are in the tool put out by the reading
league so once again it's very important
that we go and use what we have already
created for us sign up at the reading at
the reading League which is that first
slide that we were first at there yep
and sign up so that way if this document
ever does change they notify you right
away but this is a great tool that we
can use to see if what we have at hand
is aligned to the science of reading
wow what a useful website Claudia
um I like that this allows Educators
opportunities to supplement with
additional resources to best serve all
students you know if their current
program doesn't have it isn't meeting
all those check boxes and I also
appreciated your emphasis on Fidelity so
remember all of these curriculums should
be done with Fidelity so thanks Claudia
Amanda what is structured literacy and
why is it so important
thanks for that question and I felt that
I was led up to this
um very very important topic and Claudia
really hit the evaluating your
evidence-based curriculum but I just
want everyone to know that no matter
what curriculum your school or your
child's school has a structured literacy
approach is essential for Student
Success and so it's important for the
needs of all Learners so I wanted to
start if you don't mind Leslie I wanted
to start with the why structured
literacy is important by looking at this
infographic from Nancy Young's ladder of
reading and writing as you can see these
descriptors here show the various types
of Learners that we'll find in our
classrooms and the percentages are just
percentages they're not exact because
we're dealing with humans we're dealing
with little humans here and so it's
really important to note that that there
are various types of Learners and
whether it's our struggling students our
on grade level students or even our
students that are ready for enrichment a
structured literacy approach is key to
literacy success
um so there's no one-size-fits all when
it comes to structured literacy it does
start however with assessment
data-driven instructional decisions are
key when it comes to structured literacy
a teacher is going to take that
assessment as well as all of the
elements of literacy so we're talking
Reading Writing listening speaking
um vocabulary and fluency and they're
going to weave them together explicitly
and systematically and I feel like we've
heard those terms a lot in this
discussion and you will continue to hear
those terms
um but they really are the heart of
Science of reading and also the
structured literacy approach so I
thought that we would break them down
and I would show you some visuals just
so that we're clear so let's start with
the how so explicit instruction is the
use of structured and sequence steps so
it's oftentimes referred to as direct
instruction
um but uh you know it's really how the
teacher explicitly breaks down a concept
so for example in this anchor chart here
you see the teacher is going to break
down and explain why the C makes a soft
C sound like in the word City
and why does the sea make a hard C sound
like in the word Cactus and they're
going to break down that concept give
modeling and give a lot of opportunities
for practice that is explicit
instruction
systematic is that plan or scope and
sequence that guides the teacher
they use that assessment and they guide
their Learners through learning goals
now I will tell you I have searched far
and wide for the scope and sequence
there is none so don't don't search but
what you'll find is your curriculum the
standards and also research say that a
systematic instruction starts with less
complex tasks like initial sounds short
vowels and then using assessment
cumulative review and formative
assessment moves through more complex
Concepts like down here where we're
getting into our influence valves or
contractions
um so it is very important to continue
to monitor that instruction with
assessment
so lastly something that is really
important with both instruction as well
as intervention if if students are are
struggling with the concept is the use
of multi-sensory strategies so I don't
know if you've seen a lot of
multi-sensory in the classroom but it's
where you incorporate various senses
um to teach a concept or to intervene so
we're talking auditory kinesthetic
um tactile or even a mix of both right
um so here are some examples we have air
writing you might see sandpaper letters
like in a Montessori classroom
um sand Echelon boxes and you'll see
tapping or counters so those are various
multi-sensory strategies that are
incorporated into a structured literacy
so that's a lot right that's a lot that
goes into structured literacy and
there's a reason for that it takes time
it takes planning it takes collaboration
with so many
um uh people in the school and families
and it takes intention to provide just
the very best literacy instruction and
environment for all students
thanks Amanda there's that word
intentional again just can't get away
from that word but
um you highlight the importance not only
of a strong curriculum but even more
important the knowledge and the skill
set of each individual educator the
international dyslexia Association says
that structured literacy is good for all
students and essential for some students
with reading disabilities such as
dyslexia so thank you so much for that
Amanda
Dr West what is a piece of advice that
you would give to a district or School
leaders who are working to improve how
literacy instruction is taught in a
classroom
let's say this is so important as school
leaders were the face of the school and
the school leaders we need to understand
exactly what the science of reading is
so they need to learn about a school
yourself get the proper training be a
part of the program
analyze and adjust the assist the
assessments analyze the assessments the
schools are using and determine what the
goals need to be
focused on what are the focus determine
the value of each
analyze the curriculum and secure the
resources you know we can't really teach
the science of writing without good
curriculum and good resources so build
that right into your program with the
science of reading higher literacy
coaches and reading Specialists if you
can redesign schedules so you you have
that allocated unripited time for 90 to
120 minute reading block
if if possible include a staggered
intervention block across grades to
provide that tier support so we can have
the support of our colleagues
um provide ongoing professional
development you know reading is the
foundation of everything and so our
professional development and everything
should be focused first on the reading
and then on the other Concepts
um and then become a part of the reading
program
be a part of the reading program and be
aware of what is being taught how it's
being taught and how it's been involved
in the classroom and then be in the
classroom be the face of the school for
the students also be the face of the
reading program
and then parents you know understand
what these five components of reading
are go through it learn what each one is
one one is what each component is
and talk to your kids you know read to
them talk to them find out what they're
learning in class and reinforce it at
home
the reading at home is so valuable
the kids need to see you modeling and
the reading is important because reading
again is everything everything is a word
everything takes reading
um and you should be reading to your
kids and help them explore that world of
reading and the knowledge of words
um and then re-read too every every
parent knows how tired it is to read
stories over and over but the children
especially the littles this is how they
learn they learn to read by repetition I
start to memorize the words and they
memorize what's on each page and my
two-year-old grandson now is reading
brown Bear Brown Bear he knows the words
he knows the story so when he changes
the the pages he knows what to do
and that's the first exam experience of
them reading so always the repetition of
greeting is so key in your homes
that's some great advice Dr West is so
important for administration to support
not only teachers but also to become an
expert themselves I also appreciated
your stance on showing up it is really a
team effort it should be a collaboration
between parents teachers and
administration and the PD opportunities
you mentioned translate next to our next
question Katie what are some
professional development opportunities
that are available to Educators who want
to learn more about the science of
reading
you know as Michelle had indicated
earlier uh the research behind the
science of reading has been in existence
since the you know 2000s so early 2000s
so there is a lot out there that is
available for teachers and and to go
back and touch on what Dr West said you
know as Educators we're lifelong
Learners and one of our responsibilities
is to stay current and so one of the
ways that we can do that is to go to
your respective Department of Education
website
um for us at GCU we are located here in
Arizona so we have the Arizona
Department of Education website doing a
little search in there is going to
populate a wide variety of trainings
that are available
um as Dr West had indicated earlier as
well GCU we also have the teaching in
purple blog and we have a couple of our
uh recent Publications with regard to
the science of reading um in the images
above here
um and then there are a variety of books
and so the Shifting the balance is a
great text proust in the squid another
the experts perspectives and
interventions and reading as we've
touched on before we should be using
evidence-based strategies and we should
be doing them with Fidelity and so
that's a great text to be able to
identify some of those in those
interventions that we want to be using
and again That explicit instruction that
we had mentioned before
um Claudia had indicated how important
explicit instruction was and so did
Amanda so those are highly encouraged
and if you don't want to do the reading
on your own you don't have to there are
Facebook groups that have book studies
available there and then I would also
really encourage others to join forces
with the other faculty and staff on your
respective campuses or if you are a
student
starting your own book study at your
respective college campus and just
getting the conversation going because
we need to be intentional we've got that
word again we need to be intentional
about our personal professional
development and
um you know when it comes to the science
of reading we as humans it's natural for
us to speak but reading and writing is
not natural for our brains which is why
we really need to be systemic and
explicit and intentional in the
professional development that we have
because it's a very complex thing for
our students to learn so these are a
couple of those suggestions I highly
encourage you to check them out
thank you Katie those are all really
wonderful suggestions
um GCU has also created some coursework
to support a deeper dive into the
science of reading using some great
Insight from our subject matter experts
um and these courses uh these updates
that we've made are for our current and
future Educators so we do have all of
our uh initial teacher licensure
programs all currently have updated
coursework in phonics and the science of
reading as well as coursework in Reading
remediation and intervention including
dyslexia so students in that are
currently enrolled in our early
childhood Early Childhood special
education Elementary special education
programs we'll see that coursework in
both areas while students enrolled in
our secondary education programs will
focus more on the reading remediation
and intervention including dyslexia
coursework due to the populations of
students that they serve
um
students who have already passed this
Pro point in their program can also use
some of the resources that Katie is
speaking to for our practicing Educators
and then for our current Educators GCU
currently offers two continuing uh
teacher education courses those are edu
5600 and edu 5650. these two courses are
geared towards our K-12 Educators the
first one edu 5600 contains our products
and science of reading coursework and
that has more of a K-5 educator Focus
but is open to all Educators and then
the second one edu 5650 focuses on
reading remediate reading remediation
excuse me an intervention as well as a
lot of that dyslexia content
um so if uh excuse me in both of those
there are no clinical field experience
hours required so you are welcome to
join as a currently practicing educator
and uh that would help you apply some of
this coursework immediately into your
teaching practices
and if you are interested in either of
those you can get more information by
taking a screenshot or as a photograph
of those QR codes on the side here
um and as Katie shared the Arizona
Department of Education offers some
additional opportunities so it would be
a wonderful to check out your own State
Department of Education to see what
opportunities or information they may
have as well you can also email GCU at
coeprograms gcu.edu for more information
on any of the training opportunities we
offer here
thanks Katie and Danielle I know
personally I am so excited about the new
courses and all of the training that's
available on the science of reading
there are just so many free trainings
podcasts I listen to them often in the
car social media groups online book
studies the list just goes on so if you
want to know more there are
opportunities out there like you said
Katie we must be intentional we must
seek to broaden our knowledge on best
teaching practices when we know better
we can do better
so here's some additional resources and
readings if you need a place to get
started on but I just want to say many
thanks to our panel of experts for
joining us today and especially to you
our viewers for tuning in to part one in
our series on the science of reading
thanks everybody
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